The weather made a definite shift this week, with hot summer days, which though was a nice change from the wet and grey days we had in August was slightly mitigated by the fact that I was working at my desk.
The week started with a culture session. As with frameworks, defining the culture is a very small part of the story. You can define what you want the culture to be, however unless you can define your current culture, then it can make it challenging to see what has to change. Much more challenging is how you move from the current culture to the new model. There are factors that impact on this, shared understanding is one of these. Something I think I need to reflect more on at another time.
So what do you understand by the term blended learning? What about an online course? A hybrid programme? Could you provide a clear explanation of what student wellbeing is? At the end of last week I published a blog post on language.
Last week I delivered two presentations, one was a planned presentation for a QAA workshop, the other, well it wasn’t supposed to be a presentation, but due to a lack of response from the audience in the networking session I was in, I quickly cobbled together a presentation based on the slides I had used for the QAA.
I pulled together the idea into a single blog post. It is a combination and an expansion of the presentations I delivered about my thoughts of what happened, what then happened, what we need to think about and what we could do.
So we know many universities are planning for blended and hybrid programmes with some aspects of courses delivered physically, but socially distanced. My question is this, where (physically) are those universities expecting their students to access those online aspects of their programmes, especially those which are synchronous? They will need a device and an internet connection, but they will also need a physical space to participate as well. This was the question I asked in another blog post I published this week. Though as the week went on we saw the government start to ease the lockdown restrictions. I suspect we will see some (or even most) universities follow suit.
Having moved down into assessment over the last few weeks, I am now looking at teaching online and student wellbeing (and engagement).
We know that the move to teaching online was very much done quickly and rapidly, with little time for planning. Platforms needed to be scaled up to widespread use and most academics moved to translate their existing practice into remote delivery. This wasn’t online teaching, this was teaching delivered remotely during a time of crisis.
The Easter break gave a bit of breathing room, but even then there wasn’t much time for planning and preparation, so even now much of the teaching will be a response to the lockdown rather than a well thought out planned online course.
Thinking further ahead though, with the potential restrictions continuing, institutions will need to plan a responsive curriculum model that takes into account possible lockdown, restrictions, as well as some kind of normality.
I was involved in a meeting discussing the content needs of Further Education, though my role is Higher Education, I am working on some responses to Covid-19 and content for teachers is one of those areas. What content do teachers need? Do they in fact need good online content? Who will provide that content? How will do the quality assurance? Do we even need quality assurance? And where does this content live? Continue reading Things are going to be different – Weeknote #60 – 24th April 2020→
I have been working on a series of blog posts about translating existing teaching practices into online models of delivery.
One of the things I have noticed as the education sector moved rapidly to remote delivery was the different models that people used. However what we did see was many people were translating their usual practice to an online version. An example of this, is from Dave White in a recent blog post about his experiences at UAL, he called it practice mirroring.
So in the move to online teaching our initial instinct is to preserve Contact Hours by mirroring what would have been face-to-face sessions with webinar style sessions. What this looks like is exhausting 3-4 hour online sessions which must be almost impossible to stay engaged with.
As part of my work in looking at the challenges in delivering teaching remotely during this crisis period I have been reflecting on how teaching staff can translate their existing practice into new models of delivery that could result in better learning, but also have less of detrimental impact on staff an students.
Before having 4-5 hours in a lecture theatre or a classroom was certainly possible and done by many institutions. However merely translating that into 4 hours of Zoom video presentations and discussions is exhausting for those taking part, but also we need to remember that in this time there are huge number of other negative factors impacting on people’s wellbeing, energy and motivation.
When snow closed campuses, you probably could have got away with this kind of translation from the physical to the virtual, but now we have lockdown, anxiety about the virus, and let’s be brutal, people are actually dying everyday due to the virus.
People may not be able to participate in synchronous sessions, they may have childcare or other dependents they need to look after, they may be other household challenges.
So how do you, and how could you translate the one hour lecture into an effective learning experience that happens online. The key aspect is to identify the learning outcomes of that session and ensure that they are achievable in the translated session.
Over the last few years I have been, rather than taking notes in the keynotes (and other sessions) at the ALT Conference #altc drawing pictures. This is sometimes called sketchnoting.
My sketch notes are really for me, rather than other people. The process of sketching allows my to digest for myself what is been talked about and demonstrated. The sketch note provides me with a mechanism that provides a process for my interpretation of what is being said and what I understand from the talk. The process of sketching engages me in the talk in ways in which note taking does for others, or conversing on the Twitter. They are not done for other people, if other people find them useful then that’s just a bonus. Having said that I do share them online, through Twitter (and Flickr).
This is an updated version of this blog post from 2016. It now includes details of the 2016 and 2017 conferences.
Reading Maren Deepwell’s recent post about her #altc journey, it reminded me of the many conferences I have attended and like her the impact that they had on my life and professional practice. Going back to my experiences of my first ALT-C I was surprised I even went again!